Social Education Research Articles

The Racialization Experiences of East Asian International Counseling Students

ABSTRACTCounselor educators need to consider the unique racializing experiences of international students of color when providing social justice education. This study applied interpretative phenomenological analysis and interviewed eight East Asian international counseling students about their experiences of racialization. We identified five themes: assimilating into US racial discourses, re‐constructing the racialized self, navigating race in interpersonal relationships, debating social justice education, and remodeling racial worldviews. We also provided implications for counselor education practice and research.

The Invisible Work of Intellectual Advocacy: Female Volunteering for the Socialist Cause in Cold War Iceland

This article focuses on the writings of female Icelandic socialist intellectuals and activists during the twentieth century and analyses how they perceived of time spent on work dedicated to the socialist education of the Icelandic working class. It will neither try to evaluate the impact of intellectuals’ work, nor will it attempt to deconstruct the class dichotomy and power structures inherent in intellectuals advocating on behalf of workers. Instead, the focus here is on intellectual women's conceptualisation of time devoted to advocacy, broadly defined, in light of their gender, authority, and privilege. In Iceland, as in many other places, writers and intellectuals were at the forefront of the ideological battle between communism and capitalism that took place during the Cold War. Earlier, in the interwar period, intellectuals also led the way in terms of advocating for Soviet style socialism in Iceland, and they took their role as educators very seriously.

Canadian Social Work Student Perspectives on the State of Field Education: Insights From Virtual Dialog Circles

ABSTRACT There is an increasing body of literature that examines the challenges that social work field education is currently experiencing in Canada, the United States, and other countries. What is missing is a greater understanding of how students perceive and navigate these challenges, as well as what they envision for the future of field education. This study used virtual dialog circles to explore Canadian social work students’ perspectives on field education. Findings offer a rich description of the perspectives held by students on the value of field education, its presenting challenges, the effects of the COVID-19 pandemic on field education, and the need to reenvision field education.

Enhancing AI-Centered Social Cybersecurity Education through Learning Platform Design

Artificial Intelligence (AI) technologies have become increasingly pervasive in our daily lives. Recent breakthroughs such as large language models (LLMs) are being increasingly used globally to enhance their work methods and boost productivity. However, the advent of these technologies has also brought forth new challenges in the critical area of social cybersecurity. While AI has broadened new frontiers in addressing social issues, such as cyberharassment and cyberbullying, it has also worsened existing social issues such as the generation of hateful content, bias, and demographic prejudices. Although the interplay between AI and social cybersecurity has gained much attention from the research community, very few educational materials have been designed to engage students by integrating AI and socially relevant cybersecurity through an interdisciplinary approach. In this paper, we present our newly designed open-learning platform, which can be used to meet the ever-increasing demand for advanced training in the intersection of AI and social cybersecurity. The designed platform, which consists of hands-on labs and education materials, incorporates the latest research results in AI-based social cybersecurity, such as cyberharassment detection, AI bias and prejudice, and adversarial attacks on AI-powered systems, are implemented using Jupyter Notebook, an open-source interactive computing platform for effective hands-on learning. Through a user study of 201 students from two universities, we demonstrate that students have a better understanding of AI-based social cybersecurity issues and mitigation after doing the labs, and they are enthusiastic about learning to use AI algorithms in addressing social cybersecurity challenges for social good.

The Role of Community Social Education in Preventing Religion-Based Conflict

The Role of Community Social Education in Preventing Religion-Based Conflict

Use of Technological Instructional Materials for the Effective Learning of Social Studies in Building Resilient Future

The significance of technology-based instructional materials for enhancing Social Studies instruction and creating a resilient future was examined in this article. Social Studies education plays a critical role in promoting civic competence, critical thinking, and cultural awareness. The use of traditional instructional materials in Social Studies education has been a long-standing practice, but the dynamic nature of the society has created a need to integrate technological instructional materials into the learning of Social Studies. Students who receive Social Studies education are more equipped to comprehend cultural variety, examine global challenges, and take an active role in civic life. This article examined the various forms, benefits, and effective incorporation of technological instructional materials into Social Studies instruction, highlighting the ways in which they can foster critical thinking, analysis, and knowledge application. In addition to creating immersive and dynamic learning settings, the article examined how technology-based educational tools can promote global connections, diverse perspectives, and primary sources. The challenges of combining technology with instructional materials are also covered, emphasizing the need for infrastructure, continuous evaluation, and teacher support. This article explores the significance of technological instructional materials in creating resilient future, providing insights for educators, policymakers, and scholars seeking to use technology to improve Social Studies instruction and prepare students for success in the digital age.

Teaching against antiblackness within divisive educational contexts

Purpose This study used data from a longitudinal case study of professional learning sessions that were held between January 2021 and May 2022 for Afro-Caribbean teachers who were newly hired to teach in urban schools within the state of Georgia. While facilitating the learning sessions, HB 1084 was introduced, effectively censoring language related to diversity, equity and inclusion. The purpose of this study was to examine ways that the development of teachers’ socio-political consciousness (SPC) challenged antiblackness in education despite an overarching context where discussions of racism and other social justice issues were censored through the passage of divisive concepts legislation. Design/methodology/approach Case study methodology was used in this study. Data collected and analyzed for the study were obtained from the two sessions of the professional development impacted by divisive concepts legislation. Data included anonymous participant evaluations from approximately 60 Afro-Caribbean teachers, curricula from the learning sessions, instructor reflections and debriefing notes from instructor meetings. Themes from the data relevant to SPC, antiblackness and social justice education are highlighted in this article. Findings Instructional strategies emphasizing urban learners’ funds of knowledge and teachers’ critical and higher order thinking supported teachers’ development of SPC, though most teachers’ demonstrated emergent rather than advanced levels of SPC. For some teachers, inquiry-based learning activities increased motivation to challenge race-based and other educational inequities. Practical implications This article shares strategies that teacher educators working under divisive concepts legislation can use to continue promoting antiracism and social justice in education. Originality/value This study holds implications for educators who are forced to teach for social justice within challenging educational contexts. By discussing the pedagogical practices we used to encourage teachers’ development of SPC and their grounding in asset-based and inquiry-driven instructional practices, we offer strategies that social-justice oriented teacher educators can implement while adhering to the letter (though not the spirit) of divisive concepts legislation.

CYBERSECURITY IN THE FIELD OF OPEN ACCESS: PRINCIPLES FOR PROTECTING EDUCATIONAL AND SCIENTIFIC RESOURCES

The modern era is characterized by the rapid development of information and communication technologies (ICT), which are increasingly integrating into all spheres of social life, including science, education, governance, economy, defense, and security. The issue of cybersecurity has become particularly significant, as the digital environment involves a continuous exchange of sensitive information, making every user or organization a potential target for malicious activities. Given the external and internal challenges Ukraine has faced in recent years, ensuring cyber protection, particularly of educational and scientific content, has become especially relevant. Open-access repositories are an essential component of the modern scientific space, providing free knowledge exchange. However, they are also vulnerable to cyberattacks, which can lead to the loss or compromise of valuable information. In this context, studying global experience in organizing cybersecurity systems, particularly involving both state structures and the private sector, is highly relevant. Modern cyber threats are becoming increasingly complex, ranging from simple hacking to the use of high-tech malicious software, social engineering methods, DDoS attacks, data theft, and information substitution. Counteracting such threats requires a systematic approach, including the implementation of effective protection methods and technologies, continuous monitoring of information security status, attack identification mechanisms, and legal responses to incidents. Special attention should be paid to the security of educational and scientific content distributed through open digital platforms. This content is not only the result of intellectual activity but also the foundation for further research and educational processes. Therefore, its protection from cyber threats is crucial for ensuring the continuity of scientific communication and knowledge development. For this reason, systematizing information on the state and development of protection measures for open-access educational and scientific content, as well as developing and implementing effective cybersecurity measures, is an extremely important scientific and practical task.

Lub Zej Zog Project: HMoob Educators Coalitions’ Use of Sib Hlub Sib Pa(a)b and Participatory Design Research to (re)Claim Linguistically and Culturally Sustaining Education

This article extends calls by critical HMoob Educational Studies scholars who have asked what does social justice education and research look like for HMoob American youth and have called for HMoob-centered inquiries to answer questions of what liberatory and affirming education can and need to involve. We examine how a coalition of HMoob educators across multiple states organize outside of schools for liberatory education within U.S. schools, which have been the site of so much of the harms to language, knowledge systems, and dignity that HMoob liberatory education seeks to heal. Specifically, we wanted to better understand how these coalitions of HMoob U.S. Educators used participatory design research and leveraged a form of relational accountability in language reclamation that Yang describes as sib hlub sib pab (loving each other, helping each other). We identify sib hlub sib pab in the coalitions’ organizing principles, as well as across the first four cycles of co-design: curriculum-making, standards-making, ethnic studies with critical HMoob studies, and critical dialect (Moob leeg hab ntsuab) awareness studies.

Challenges and Possibilities of Social Justice Language Education in a Difficult Context in the Global South

This article describes the challenges and possibilities of implementing social justice language education in a difficult context in the Global South. Six Argentinian English language university teachers and tutors developed and implemented a social justice project during 2017–2018 in a nongovernmental organisation (NGO) in Argentina. The project aimed at challenging the ‘conditions of possibility’ of underserved children aged 8–12 who attended the NGO for school support and extra-curricular activities. Data comprise reflection logs written by the university teachers and tutors during project implementation and a survey applied after project completion. Qualitative data analysis reveals two specific difficulties involved in enacting social justice language education locally, namely a disconnection between theory and practice and difficulty in grasping local conditions and developing sensitivity to the context. The analysis also led to the identification of two areas with potential to impact positively on social justice language education: an experientially grounded project and teachers’ self-perception as moral agents. Implications for social justice teacher education are discussed.

Enerchainability in Agriculture Supply Chain: Examining the adoption of Blockchain and its Energy Efficiency from Farmers’ Perspective

This study investigates factors influencing farmers’ acceptance of blockchain technology within the concept of “enerchainability,” which integrates energy efficiency and blockchain to enhance sustainability in the agriculture supply chain (ASC). It examines how farmers’ awareness, social networks, access to technology, and participation in agricultural training shape their behavioral intention to adopt blockchain. Data were collected through a structured survey focusing on demographic factors, social networks, and supply chain challenges. Results show that social networks, technological resources, and education significantly affect blockchain adoption. Younger, educated farmers are more receptive to the technology, while issues like reduced bargaining power and high production costs act as barriers. The study’s findings, though focused on one region, have global relevance for similar agricultural and technological contexts, offering insights into how blockchain can drive sustainability and energy efficiency. The research provides recommendations for policymakers and stakeholders, emphasizing the importance of farmer education and external support for blockchain adoption in ASC.

Teorie a praxe rodinného vzdělávání v Německu

Family education is a dynamic academic field in Germany designed to meet parents' needs. The article aims to present the theory and practice of the field, which lies at the intersection of social education and lifelong adult learning. The article draws upon a substantial corpus of German peer-reviewed publications and professional monographs. The first section examines the evolution of family education, particularly its legal anchoring, establishing the framework for practice. It defines family education, its objectives, didactics and integration within the pedagogical and social sciences. The second section focuses on the practical aspects of family education, including its availability, innovation, efficiency and infrastructural development, drawing upon scientific reflection on the transition to institutionalisation. Family education is characterised by a coordinated, structured and continuous provision of free, low-threshold educational opportunities for families. These include meetings, exchanging experiences and participation, as well as measures to counter social isolation, provision of counselling skills and information, and offer of supportive services. A key focus is promoting children's access to education and support for their development. The methods applied include socio-spatial work, networking, cooperation between experts and parents. In direct care, the relationship between the educator and the recipient-is paramount, founded on socio-pedagogical principles and built on trust, respect and acceptance. The emphasis is placed on the development of existing resources and reflectivity.

Equal Dignity and Agency: Catholic Social Teaching & The Lives of Women

Greater inclusion of women is a priority of Pope Francis’s pontificate. He has taken practical steps in appointing women within the Vatican and called for a “deeper theology of women.” Within Catholic social teaching, however, the voices and lives of women remain largely absent. Centring the complex stories from women’s lives gathered through fieldwork, this article argues that women must be embraced as “dignified agents” and not simply as the “doubly poor” or paragons of “heroic daily virtue.” First, I will examine the development of CST on women prior to Francis revealing tensions between the way the tradition treats public vs. private roles. Second, this article will analyze the contribution of Pope Francis. And finally, I will lift up Fratelli Tutti’s approach to the parable of the good Samaritan as a microcosm for the moral life as opening new space for the full lives and dignity of women within the tradition.

Values in Lutheran Social Teaching v. Rights in Dobbs

ABSTRACTThe reasoning of the court in what is called “the Dobbs decision” is rooted in rights related to the 14th Amendment of the US Constitution. A problem from a Lutheran perspective is that the context for the court's majority decision about rights is rooted in a heritage of patriarchy and white supremacy. The values of patriarchy and white supremacy are hierarchy and control, particularly of bodies and reproduction. The result is that Dobbs reinforces limited moral agency and primarily prioritizes flourishing of embryos and fetuses without asking what pregnant neighbors need. The social teaching of the Evangelical Lutheran Church in America (ELCA) stands against the Dobbs decision.

Reintegration processes in education: theoretical perspective

The article is devoted to the issue of reintegration of new regions of the Russian Federation into the cultural and educational space of Russia, which is relevant in modern socio-political realities. In the article, the author considers the definition of the main research term «reintegration». The analysis of the concept allows us to define it in terms of its semantic load as a process aimed at uniting, restoring, reassembling a previously disintegrated or disintegrated critical, political, economic, social education. Attention is paid to the interpretation of the concept of «reintegration» from the position of resocialization of prisoners and migrants; the relationship between the concepts of «integration» – «reintegration». The author analyzes Russian (reintegration of the educational space of the former USSR) and foreign experience (data from Latvia, Greece, Mexico) of reintegration processes in education. The main problems in the field of educational reintegration that need to be solved are identified: analysis of the content of all levels of education; value-semantic and organizational aspects of education in the education system, spiritual, moral and patriotic education; features of training teaching staff during the reintegration period, features of interaction between teachers and parents of students during the reintegration process; maintains national and civil identity; psychological support and skills of collective interaction during the reintegration process.

Advancing Research on Equitable AI Education Through a Focus on Implementation: Insights from a Middle School Computer Vision Module Beta-Test

Part of a university initiative supporting responsible AI for social empowerment and education, the project-based RAICA (Responsible AI for Computational Action) curriculum supports middle/high school learners and novice AI literacy teachers use AI creatively for good. This paper offers a rare example of design-based implementation research (DBIR) in AI education across widely varied contexts, provides fine grain implementation data that contributes to a foundation for evaluating effectiveness and expanding access. We present a novel approach to analyzing fidelity of implementation data from RAICA’s computer vision module beta-test. Twelve educators working with ~282 students across nine pilot sites in four countries used a bespoke fidelity of implementation data collection tool (pre-made comment prompts in a Google Docs version of the teacher guide) to provide 236 qualitative responses about AI literacy and responsible design activities, plus 111 ordinal ratings of embedded teacher supports. Analyses revealed that while the curriculum was generally implemented as designed, educators frequently made modifications. Although most changes produced practical insights for improved curriculum design, others helped the design team anticipate and prevent changes that could obscure learning objectives and hinder outcomes. We discuss the pedagogical, design, and research implications of these findings for effective AI teaching/learning in diverse settings.

How Social Studies Teachers in the United States Conceptualize and Teach About Democracy: Survey Perspectives

Democracy is a complex and contested concept with varying interpretations in political and social contexts. This paper examines how secondary school social studies teachers in the United States conceptualize and teach about democracy. Through a national survey of 104 social studies educators, responses were analyzed to identify common themes in their understanding and pedagogical approaches. Findings revealed four primary perspectives: (1) a “thick” democracy, where teachers view and teach democracy as a participatory way of life; (2) a “thin” democracy, emphasizing democracy as a technical system of government; (3) skepticism about U.S. democracy, with some arguing that the nation functions as a republic rather than a democracy; and (4) shifts in teaching due to political polarization. While many educators focus on institutional structures and elections, fewer incorporate broader democratic values such as democracy as a way of life and deliberation beyond just technical contexts. The study highlights tensions in democratic education, as political pressures and curricular constraints shape how democracy is framed in classrooms. These findings demonstrate a need for democratic renewal in social studies education and beyond.

Prospects and Prevalence of Higher Education Learning Technologies for Secondary Social Sciences Student-teachers in South Africa and Lesotho: A Comparative Study

The South African Development Community's educational framework for Higher Education emphasises the enhancement of learning technologies to ensure quality teaching and learning. This study seeks to compare the advancements in learning technologies within Higher Education in South Africa and Lesotho, specifically in social sciences education. One university from South African and one from Lesotho were purposefully selected for this comparative study. Adopting a pragmatic paradigm, the study prioritises the methods that best address the research questions, employing a qualitative approach. The primary participants were student-teachers, selected purposefully from each university. Data was gathered through interviews and analysed thematically. The findings reveal that in both countries, learning technologies serve various purposes, including providing learning resources, facilitating and assessing learning, promoting cooperative learning, enabling learning anywhere, and managing COVID-19 impacts. The available learning management systems at each university, Thuto (Lesotho) and eThuto (South Africa), are supported by devices such as computers and smartphones.

THE ROLE OF THE NURSE IN THE REHABILITATION OF PATIENTS WITH STRESS-ASSOCIATED DISORDERS IN A MULTIDISCIPLINARY TEAM

The modern concept of nursing development emphasizes equal partnership in teamwork. A nurse is considered a highly qualified specialist - a partner of a doctor and a patient, capable of independent work as part of a single team.The aim is to investigate the role of a nurse as part of a multidisciplinary rehabilitation team.Material and methods. For a detailed clinical, anamnestic and empirical study, 56 combatants (46 men and 10 women) with post-traumatic stress disorder (PTSD) were selected. All respondents had experience of 6 to 12 months in an active combat zone. A psychodiagnostic method was used with the PHQ-9 (Patient Health Questionnaire), the Mississippi PSTD scale (military version), and the Hospital Anxiety and Depression Scale (HADS).Results. Among the entire combatants cohort, PTSD was the most common (62.9%), acute stress reaction was registered in 10.1% of individuals, and the rest (26.9%) had adjustment disorders (F43.21 - 3.3%, F43.22 - 8.9%, F43.23 - 6.7%).Among the combatants, moderate and severe degrees of depression prevailed. A low level of anxiety (less than 40 points) was established in 8.9% of combatants, reduced (40 - 78 points) - in 10.7%; medium (79 - 117 points) - in 14.2; increased (118 - 156 points) - in 50.0%; high (more than 156 points) - in 17.8%. The functions of a nurse as part of multidisciplinary rehabilitation teams (physiotherapist, physiotherapist, psychologist, social educator, speech therapist, occupational therapist, nurse) were highlighted. The implementation of the nursing process in the rehabilitation of patients is a necessary condition for the implementation of professional care, as it allows improving the quality of nursing care and has a positive effect on the patient's quality of life related to health.Conclusion. Based on the conducted research, it was established that no global task in the field of health care could be solved without coordinated and systematic efforts to maximize the potential of nursing and increase its role within the framework of interdisciplinary medical teams. The study made it possible to compare the state of psycho-emotional health of combatants, to determine the necessary rehabilitation areas, the role and tasks of a nurse/medical brother as part of a multidisciplinary rehabilitation team.

ToponomiCrit: A theory for decolonization and dewhitesupremacization

ABSTRACT Drawing on a range of critical theories (e.g. Critical Toponomy, Critical Race Theory, Critical Race Spatial Analysis), this article serves to advance a theory of “ToponomiCrit,” which embodies restorative and reparative justice efforts aimed at the decolonization and dewhitesupremization of place names. While Critical Race Theory is a social justice project inviting individuals and groups to dismantle problems of race, racism, and White supremacy, and Critical Race Spatial Analysis highlights the intersections of race, power, White supremacy, and geographies, the task of ToponomiCrit is to locate the forces and powers that constructed place names in order to deconstruct hegemonic structures and systems that endorse White supremacy and foster cultural erasure. We offer tenets of a ToponomiCrit theory, as well as a heuristic for decisions about renaming, which includes questions for citizens, community groups, and social studies education researchers to confront when analyzing and evaluating current and proposed toponyms within their cultural spaces.